Page 128 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 128
ear ly school leaving: contempor ary european perspectives
encompasses a wide variety of bottom-up learning (local experimentation)
and bottom-bottom learning (comparing lessons from among the states in-
volved). The article reveals that this is also the case within the TITA project.
The question of whether TITA is just a 3-year policy experiment (learn-
ing) or will actually trigger any policy change (at local, regional, national or
EU level) remains unanswered. Given the broadness of policy learning the-
ory, lessons will in any case be learnt: how (not) to implement multi-sec-
toral approaches to ESL. It is currently still uncertain how they will be
transferred to wider (EU and member states) environments. Considerable
further effort at all levels is needed to ensure that the local experiments do
not remain strictly local, completely experimental and limited in time and
funding (Berthet & Simon, 2012).
References
Alexiadou, N. (2007). The Europeanisation of education policy – changing
governance and »new modes of coordination«. Research in Comparative
and International Education, 2(2), 102–116.
Argyris, C. & Schön, D. A. (1978). Organizational learning: A theory of action
perspective. New York: McGraw-Hill.
Bennett J. C. & Howlett, M. (1992). The lessons of learning: Reconciling theo-
ries of policy learning and policy change. Policy Sciences, 25(3), 275–294.
Berthet, T. & Simon, V. (2012). Regional policies and individual capabilities:
Drawing lessons from two experimental programs fighting early school
leaving in France. Social Work & Society, 10(1), 1–19.
Birkland, A. T. (2005). An introduction to the policy process: Theories, concepts,
and models of public policy making. New York: M.E. Sharpe.
Checkel, T. J. (1999). Social construction and integration. Journal of European
Public Policy, 6(4), 545–560.
Council of the EU. (2009). Council conclusions of 12 May 2009 on a strate-
gic framework for European cooperation in education and training (‘ET
2020’). Retrieved from http://eur-lex.europa.eu/legal-content/EN/TXT/
PDF/?uri=CELEX:52009XG0528(01)&from=EN
Council of the EU. (2015). Council conclusions on reducing early school leaving
and promoting success in school. Retrieved from http://eur-lex.europa.eu/
legal-content/EN/TXT/PDF/?uri=CELEX:52015XG1215(03)&from=EN
Dolowitz, P. D. & Marsh, D. (1996). Who learns what from whom: A review of
the policy transfer literature. Political Studies, 44(2), 343–357.
128
encompasses a wide variety of bottom-up learning (local experimentation)
and bottom-bottom learning (comparing lessons from among the states in-
volved). The article reveals that this is also the case within the TITA project.
The question of whether TITA is just a 3-year policy experiment (learn-
ing) or will actually trigger any policy change (at local, regional, national or
EU level) remains unanswered. Given the broadness of policy learning the-
ory, lessons will in any case be learnt: how (not) to implement multi-sec-
toral approaches to ESL. It is currently still uncertain how they will be
transferred to wider (EU and member states) environments. Considerable
further effort at all levels is needed to ensure that the local experiments do
not remain strictly local, completely experimental and limited in time and
funding (Berthet & Simon, 2012).
References
Alexiadou, N. (2007). The Europeanisation of education policy – changing
governance and »new modes of coordination«. Research in Comparative
and International Education, 2(2), 102–116.
Argyris, C. & Schön, D. A. (1978). Organizational learning: A theory of action
perspective. New York: McGraw-Hill.
Bennett J. C. & Howlett, M. (1992). The lessons of learning: Reconciling theo-
ries of policy learning and policy change. Policy Sciences, 25(3), 275–294.
Berthet, T. & Simon, V. (2012). Regional policies and individual capabilities:
Drawing lessons from two experimental programs fighting early school
leaving in France. Social Work & Society, 10(1), 1–19.
Birkland, A. T. (2005). An introduction to the policy process: Theories, concepts,
and models of public policy making. New York: M.E. Sharpe.
Checkel, T. J. (1999). Social construction and integration. Journal of European
Public Policy, 6(4), 545–560.
Council of the EU. (2009). Council conclusions of 12 May 2009 on a strate-
gic framework for European cooperation in education and training (‘ET
2020’). Retrieved from http://eur-lex.europa.eu/legal-content/EN/TXT/
PDF/?uri=CELEX:52009XG0528(01)&from=EN
Council of the EU. (2015). Council conclusions on reducing early school leaving
and promoting success in school. Retrieved from http://eur-lex.europa.eu/
legal-content/EN/TXT/PDF/?uri=CELEX:52015XG1215(03)&from=EN
Dolowitz, P. D. & Marsh, D. (1996). Who learns what from whom: A review of
the policy transfer literature. Political Studies, 44(2), 343–357.
128
